Create a copy of this page and use it to analyze a student’s work on a class worksheet by completing the steps below.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This worksheet is from a lesson on cell structure. Students learned the difference between plant and animal cells, and were just beginning to learn the organelles. In another week, students will have a model of a cell due where they will have to label all of the organelles and say what the function of each organelle is. This worksheet helped to reinforce what the functions of the organelles were (at the top) and what they look like in the cell (on the bottom).
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
Item
Task
Key Concept or Skill
Cognitive Level1 = Low (knowledge)2= Med (application)3 = High (synthesis or evaluation)
1
Identify the cell part/organelle given the function
Matching organelle to the function of the organelle
1
2
Write the function if given the name of the cell part/organelle
Identifying the function of each organelle
1
3
Label cell structures in plant and animal cells based on where in the cell/what the organelle looks like
Identifying parts of plant and animal cells by location in the cell and structure
2
4. Describe what students were supposed to learn during this lesson.
Students were supposed to practice their knowledge about cells and cell organelles by filling in a table and labelling pictures. By not having a word bank, students were asked to recall information from memory and fill in the worksheet. This was a homework assignment, so students were given credit for completing it. They also went over it together in class to make sure students understood what was asked of them. This practice helped to scaffold the cell model project, where students were asked to create a model of a cell, label all of the organelles, and know their functions. When they presented their cell model, they had to explain the function of one organelle selected at random by their teacher.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The student was able to fill in the table at the top of the worksheet correctly. It is clear that the student understood the names and functions of all of the organelles because they are all correctly spelled and matched.
6. What might the student still be struggling with? What evidence is present?
It is clear that the student needed more work on what the organelles look like and where they are located in the animal and plant cell diagrams. The student struggled with a few differences between plant and animal cells. For example, while #12 is correct- the plant cell has a cell wall but the animal cell does not, #13 is incorrect. #13 points to the cell membrane, which is present in both animal and plant cells, but the student had labeled it as a cell wall. Animal cells do not have cell walls. Also, the student labelled #14 and #16 as cytoplasm. #14 is correct, but #16 is pointing at ribosomes on the rough endoplasmic reticulum. It is clear that this student needs correction and more practice in pointing out where the organelles are actually located.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
I am satisfied that this worksheet provides information on what the student understands. It can be used as a formative assessment to figure out what to teach in following lessons. As a teacher, I would make sure the student has an opportunity to revise their work by learning the correct answers and hearing an explanation of why the correct answers are what they are. It would be a good idea to make sure the student knows the correct answers and locations of the organelles before they are asked to hand in a cell model, as they may make the same mistakes and get graded poorly twice because of it.
Create a copy of this page and use it to analyze a student’s work on a class worksheet by completing the steps below.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This worksheet is from a lesson on cell structure. Students learned the difference between plant and animal cells, and were just beginning to learn the organelles. In another week, students will have a model of a cell due where they will have to label all of the organelles and say what the function of each organelle is. This worksheet helped to reinforce what the functions of the organelles were (at the top) and what they look like in the cell (on the bottom).
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
4. Describe what students were supposed to learn during this lesson.
Students were supposed to practice their knowledge about cells and cell organelles by filling in a table and labelling pictures. By not having a word bank, students were asked to recall information from memory and fill in the worksheet. This was a homework assignment, so students were given credit for completing it. They also went over it together in class to make sure students understood what was asked of them. This practice helped to scaffold the cell model project, where students were asked to create a model of a cell, label all of the organelles, and know their functions. When they presented their cell model, they had to explain the function of one organelle selected at random by their teacher.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The student was able to fill in the table at the top of the worksheet correctly. It is clear that the student understood the names and functions of all of the organelles because they are all correctly spelled and matched.
6. What might the student still be struggling with? What evidence is present?
It is clear that the student needed more work on what the organelles look like and where they are located in the animal and plant cell diagrams. The student struggled with a few differences between plant and animal cells. For example, while #12 is correct- the plant cell has a cell wall but the animal cell does not, #13 is incorrect. #13 points to the cell membrane, which is present in both animal and plant cells, but the student had labeled it as a cell wall. Animal cells do not have cell walls. Also, the student labelled #14 and #16 as cytoplasm. #14 is correct, but #16 is pointing at ribosomes on the rough endoplasmic reticulum. It is clear that this student needs correction and more practice in pointing out where the organelles are actually located.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
I am satisfied that this worksheet provides information on what the student understands. It can be used as a formative assessment to figure out what to teach in following lessons. As a teacher, I would make sure the student has an opportunity to revise their work by learning the correct answers and hearing an explanation of why the correct answers are what they are. It would be a good idea to make sure the student knows the correct answers and locations of the organelles before they are asked to hand in a cell model, as they may make the same mistakes and get graded poorly twice because of it.